教师纠错性反馈的理念与实践 陈华著.pdf

Introduction 00 1 Introduction The motivation of this thesis stems from the interest in two re鄄 search issues: corrective feedback and the relationship between teach鄄 ers ’ beliefs and their instructional practices. ’ ￣ It s believed that teacher student interaction provides learners with the best opportunities to practice target language skills, test the hypotheses about the target language, and get the useful feedback. Therefore, studies of L2 classroom interaction have attracted much at鄄 tention in SLA studies since 1980s. Corrective feedback in L2 class鄄 rooms lies at the core of research on teacher ￣student and student ￣stu鄄 dent interaction (Lyster Ranta, 1997; Lyster, 1998; Mackey Philp, 1998; Long, 1996). The general agreement is that corrective feedback is important to learners ’ achievements. The issue